Rube Goldberg Machine

Inquiry Presentations!

Excitement buzzes through the first floor of the science building. For a school year, students collected data on a self-generated question. What have they found out? What are the answers to their questions? What do they still wonder? We'll find out soon...

Groups:

	Dr. Leaf
	Dust How does the quality of air change through out the year?
	JArs of light science
	Soiltologists
	The Owl Observers How Does The Water In The Pond Changes Throughout The Year
	The Pond
	The Raindrops How does the pH in rainwater change through out the year?

Air molecules as a force

Over the next two classes, you will perform a series of experiments. Then, you will write up your results using the Claim-Evidence-Reasoning structure.

Don't forget the inquiry project - see next post...

Inquiry Rubric

Hot & Cold Water

Opening Predictions:

1. Water at two temperatures are mixed together. The two temperatures are 50 C and 10 C. Please make a selection that best fits what you believe will happen to the temperature once they are mixed.
1. The temperature of the “colder” water will be subtracted from the “warmer” water, resulting in a final water temperature of 40 C.
2. The temperatures of the two waters will be averaged, resulting in a final temperature of 30 C.
3. The temperatures of the two will be added, resulting in a final temperature of 60 C.

Please explain the reasoning behind your choice:

1. 2. In this type of experiment ________________ energy is transferred. For this type of energy transfer,  what do you believe is the direction of transfer?

1. From “hot” to “cold”
2. From “cold” to “hot”
3. There is an equal transfer of the two materials.

Please explain the reasoning behind your choice:

Please create a sketch, procedure and data table to produce evidence through experimentation for question #1.

Claim - Evidence - Reasoning - WHITEBOARD SUMMARY

You've collected data. Now, let's go back to the original question of what will happen when water at two different temperatures is mixed.

1. What is your claim (based upon data)?
2. How can your data collected (evidence) support your claim?
3. Reasoning - Why does your evidence support your claim?

Note: Chapter 4 of the Matter & Energy book provides additional background information.

Each person please submit for next class!
Class Data

Home Stretch on Inquiry Projects

The month of May will find you obtaining your last data collection point (Friday, May 10), discussing data, writing up your final report and presenting your findings to the class. Today, we will talk about the structure of your final presentation and report and begin with a bit of Curiosity...

As you watch the video, please have the following questions in your mind:

1. What are these scientists curious about -- what do they want to know?
2. What data will the rover collect?
3. How will this data help scientists answer -- make claims about -- their questions?

What does an explanation consist of?

• A claim that answers the question
• Evidence from your data that backs up your claim.
• Reasoning that involves a "rule" or scientific principle that describes why the evidence supports the claim.



Edutopia Source: http://www.edutopia.org/blog/science-inquiry-claim-evidence-reasoning-eric-brunsell

Let's use this framework to think about the girl's claim in this video. 

• What does she claim? 
• What is her evidence?  
• What is reasoning (or rule) that connects the evidence with her claim?

Our journey so far and the next few steps.

Past Inventions...